Multimodal Algebra Learning: From Math Manipulatives to Tangible User Interfaces

AbstractWhile manipulatives have played an important role in children’s mathematics development for decades, employing tangible objects together with digital systems in the classroom has been rarely explored yet. In a transdisciplinary research project with computer scientists, mathematics educators and a textbook publisher, we investigate the potentials of using tangible user interfaces for algebra learning and develop as well as evaluate a scalable system for different use cases. In this paper, we present design implications for tangible user interfaces for algebra learning that were derived from a comprehensive field study in a grade 9 classroom and an expert study with textbook authors, who also are teachers. Furthermore, we present and discuss the resulting system design.

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Fiber-sense: the exploration of the craft and material of fiberglass as a medium for tangible user interfaces.

Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction ◽

10.1145/3430524.3444703 ◽

2021 ◽

Author(s):

Aaron, a r, Chooi

Keyword(s):

User Interfaces ◽

Tangible User Interfaces

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Exploring the Impact of Interaction Modality on Students’ Learning Performance

Journal of Educational Computing Research ◽

10.1177/07356331211027297 ◽

2021 ◽

pp. 073563312110272

Author(s):

Neila Chettaoui ◽

Ayman Atia ◽

Med Salim Bouhlel

Keyword(s):

User Interfaces ◽

Teaching Method ◽

Learning Performance ◽

Controlled Study ◽

Embodied Interaction ◽

Multimodal Learning ◽

Tangible User Interfaces ◽

Embodied Learning ◽

Significant Difference ◽

The Impact

Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies introduced different interaction modalities to support the implementation of an embodied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tangible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) = 6.32, p = .017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in educational contexts.

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